258 
BOYS DEPARTMENT. 
of his head. He then commenced affectionately 
licking the fallen man, which so revived him, 
that he turned over, and perceiving that it was the 
friendly Durham bull, he at length got strength to 
rise up, when mounting the back of his dumb friend 
he was soon carried out of danger. 
Now, boys, you will see the safety of pos¬ 
sessing good-tempered animals; and there is not 
only superior safety, but greater utility in them; 
for they will consume less food, do more work, 
give more milk, if females, and finally fatten bet¬ 
ter, and of course be more valuable through life, 
and in the end. 
SWIMMING-. 
We subjoin from an excellent little treatise on 
the Art of Swimming, lately published by Fowlers 
and Wells, 131 Nassau street, N. Y., what should 
occupy the attention of every boy till he has be¬ 
come thoroughly acquainted with the practice. 
Most persons find it essential, in the course of their 
lives, to know how to swim. This knowledge is 
often the sole protection of life itself; and the self- 
reliance, this gives to one, prevents that apprehen¬ 
sion, which sometimes incurs “ a thousand deaths 
in fearing one.” Besides the safety thus secured 
when accidentally thrown into deep water, swimming 
often prolongs life, and imparts to it a higher zest 
from its inducing the healthful and luxurious pas¬ 
time of frequent bathing. We say, then, to all boys, 
old and young, select some appropriate place, and 
after carefully guarding against accidents, commence 
and persevere in the practice till you feel as secure 
in the water as a duck. 
Aids in Learning to Swim.—Fig. 57. 
Aids in Learning to Swim .—Probably one of the 
best ways of learning to swim is to go, with a com¬ 
petent teacher, in a boat into deep water, this sup¬ 
porting the body more buoyantly than that which is 
shallower, and preventing the constant tendency of 
beginners to touch bottom; which here, of course, is 
impossible. The teacher should fasten a rope care¬ 
fully around the waist, or, better still, to a belt, 
which can neither tighten nor slip down. The 
rope may be fastened to a short pole. Supported in 
this manner, the pupil may take his proper position 
in the water, and practise the necessary motions, 
and the support of the rope may be gradually less¬ 
ened, until the pupil finds himself entirely supported 
by the water. 
Swimming with a Plank. — Fig. 58. 
Swimming with a Pldnlc .—Swimming with a 
plank has two advantages. The young bather has 
always the means of saving himself from the effects 
of a sudden cramp, and he can practise with facility 
the necessary motions with the legs and feet, aided 
by the momentum of the plank. A piece of light 
wood, three or four feet long, two feet wide, and 
about two inches thick, will answer very well for 
this purpose. The chin may be rested upon the 
end, and the arms used; but this must be done 
carefully, or the support may go beyond the young 
swimmer’s reach. 
Swimming with the Rope. — Fig. 59. 
Swimming with the Rope .—The rope is another 
artificial support, which has its advantages. It 
maybe attached to a pole, fastened—and mind that 
it be well fastened—in the bank, or it may be at¬ 
tached, as shown in the engraving, to the branch 
of an overhanging tree. Taken in the hands, the 
swimmer may practise with his legs, or by holding 
it in his teeth, he may use all his limbs at once. 
The rope, however, is not so good as the plank, as 
it allows of less freedom of motion, and the latter 
might easily be so fixed as to be laid hold of by the 
teeth, and held securely. 
Plunging, or Diving.—Fig. 60. 
Plunging , or Diving .—In leaping into the water, 
feet first, which is done from rocks, bridges, and 
even from the yards and masts of lofty vessels, the 
feet must be kept close together, and the arms either 
held close to the side, or over the head. In diving 
head foremost, the hands must be put together, as 
in the engraving, so as to divide the water before the 
head. The hands are also in a proper position for 
striking out. 
It is wonderful how easily the swimmer directs 
his course under water. If he wishes to go down 
or come up, or swim to the right or left, he has but 
to bend his head and body in that direction, and 
after a little use he will do this almost unconscious¬ 
ly, as if his movements were the result of volition 
alone. 
